12/4/2014 ECSE 602 Dr. Y. Xu 1

ECSE 602Instructional Programming

for Infants and Young Children with Disabilities

This session will cover:Child Activity MatrixEvaluation and Monitoring Programming for mastery

Child Activity Matrix

The least restrictive environment (sec. 300.550 through 300.552 of 34CFR 300)

Section 300.550: General (b)(1) That to the maximum extent appropriate,

children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled, and

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Child Activity Matrix

(b)(2) that special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplemental aids and services cannot be achieved satisfactorily.

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Child Activity Matrix

It is used for implementing IEP in general education classroom.

It can also be used by the general education teachers for the entire class.

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Child Activity Matrix

Activity matrix components General education activities for the child’s assigned

class Alternative activities Length of time for regular or alternative activities Skill areas Home/Family priority

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Child Activity MatrixSupports: Curriculum adaptations or accommodations

(Could be included as an Appendix) Curriculum adaptations

The same content A slightly modified content A different content

Accommodations Different materials Special equipment Special seating arrangements Peer tutors/Classroom assistant One on one vs. Group instruction

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Child Activity Matrix

To complete the activity matrix List the routine activities for the general education

classroom to which the child is assigned. Later this list of activities will be used to generate an individualized schedule.

Include the length of time for each activity. List each selected priority skill area.

Skill areas: objectives on the IEP

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Child Activity Matrix

Determine which priority skill areas can be addressed through the general education activity or during the transition time before or after the activity. Decide whether the child will take part in the activity.

If the answer is yes, put “X” in the box where the activity column and the skill area row intersect. If any supports are needed (as listed in the appendix), put an “O” in the box.

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Child Activity Matrix

List alternative activities Alternative activities needed by the child are not

included in the list of general education activities. E.g., Speech therapy is provided for the child during

the free choice time. Or, 1:1 special education resource is introduced to the child during learning centers time.

Determine if the child will learn the same activities as other children in class. If not, the team should discuss ways that the activities will be adapted to meet the needs of the child.

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Child Activity Matrix Throughout the routines and general education

activities within which the child’s IEP goals/objectives are embedded, identify Curriculum modifications Embedded learning opportunities Child-focused instructional strategies

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Using formative assessment data to plan intervention

Why should we measure performance on a regular basis? Young children both gain and lose skills rapidly. Measurement provides a basis for making

instructional decisions. Data provide a common point of reference when

discussing progress with parents. Evidence of positive change provides

reinforcement to staff. It’s required by law.

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Using formative assessment data to plan intervention

Why not measure performance of a regular basis? It takes more time than I have. It might be used against me. Data provide no useful information. No one else at my school takes data. My kids are so low functioning that there is

nothing to measure.

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Using formative assessment data to plan intervention

Common measures of the performance of young children Frequency (# of correct, # of incorrect) Percentage correct (or incorrect) Rate (# correct per unit of time) Duration--the length of time a behavior lasts Latency--the length of time between a stimulus and the

response Intensity

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Using formative assessment data to plan intervention

Methods of data collection Real time counts

a) Paper and pencil b) Wrist counters c) Automatic recorders

Deferred time counts Video-taping

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Using formative assessment data to plan intervention

Schedules for data collection Continuous Periodic Probes (probe other areas simultaneously)

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Using formative assessment data to plan intervention

Methods of representing data Data should be presented in the format that

contains the most information and is the easiest to understand.

Using formative assessment data to plan intervention

0

25

50

75

100

1 4 7 10 12 16 19 22 25

Cor

rect

%

Baseline Intervention 1 Intervention 2

(Strategy 1)(Strategy 2)

80% (criterion)

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Using formative assessment data to plan intervention

Suppose the baseline is like this, do we need to implement the intervention? Why or why not?

0

25

50

75

100

1 4 7 10 12 16 19 22 25

Cor

rect

%

Baseline12/4/2014 18ECSE 602 Dr. Y. Xu

Using formative assessment data to plan intervention How about this baseline trend?

0

25

50

75

100

1 4 7 10 12 16 19 22 25

Cor

rect

%

Baseline12/4/2014 19ECSE 602 Dr. Y. Xu

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Programming for mastery

Mastery defined An educational objective is mastered if the

required level of proficiency (and accompanying conditions) has been met and the skill is maintained and generalized.

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Programming for mastery

1. Conditions that affect maintenance include Absolute level of proficiency (in IEP/IFSP) Schedule (s) of reinforcement during acquisition

Continuous: each response is reinforced Intermittent: reinforcement is delivered after some of

the responses rather than all of them

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Programming for mastery

Ratio schedule: reinforcement is contingent upon the emission of a certain number of responses Fixed ratio Variable ratio

Interval schedule: reinforcement is contingent upon the amount of time that passes before a response can be reinforced Fixed interval Variable interval

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Programming for mastery

The nature of the skill The degree to which the skill has been generalized

2. Stimulus generalization versus response generalization Stimulus generalization: the same response is evoked to

variations of a given stimulus Response generalization: the same stimulus evokes

variations of a given response

Programming for mastery

S1 R1 S2 R S R2 S3 R3

3. Conditions that affect generalization include The nature of the skill The degree to which stimulus (and/or response)

conditions were varied either during or immediately following initial acquisition training

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